Educating the Emotions from Gradgrind to Goleman

Area of Science:

• Educational History
• Philosophy of Education
• Psychology of Education

Background:

• Charles Dickens' satire in 'Hard Times' critiqued purely rationalist education.
• Despite this, purely intellectual instruction was rarely advocated even in the 19th century.
• Modern interest in emotional intelligence overlooks historical precedents.

Purpose of the Study:

• To explore the historical roots of emotional education in 19th-century Britain.
• To challenge the assumption that emotional education is a recent development.
• To contextualize contemporary 'Social and Emotional Aspects of Learning' (SEAL) within historical debates.

Main Methods:

• Historical analysis of 19th-century British educational and philosophical texts.
• Examination of discussions on emotion, passion, and feeling in classrooms.
• Comparison of historical views with contemporary policy debates on SEAL.

Main Results:

• 19th-century educationalists and philosophers engaged with the role of emotion in learning.
• Debates involved utilitarianism, religion, and the state's role in education.
• Historical perspectives offer insights into current approaches to emotional literacy.

Conclusions:

• The concept of educating emotions has a rich, yet often overlooked, historical foundation.
• Contemporary discussions on Social and Emotional Aspects of Learning echo 19th-century debates.
• Understanding this history is crucial for current educational practices and policy-making.